the union of learning, environmental science and architecture how can a building support learning...
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The union of Learning, Environmental Science and ArchitectureThe union of Learning, Environmental Science and Architecture
How can a building support learning about architecture and How can a building support learning about architecture and environmental science?environmental science?
The systematized knowledgederived from observation,
study and experimentation carried
out in order to determine the
natureand underlying principles of
what is being studied.
The art and science of building
Learning Technologies
Pedagogy
The People
The Physical Environment
A School that TeachesA School that Teaches
Active SOLAR Collectors
VIRGINIA TECHCOLLEGE OF ARCHITECTURE
& URBAN STUDIES
Labs for the 21st centurySponsored by: U.S. Environmental Protection AgencyU. S. Department of Energy
High Performance School Case Study:
Center for High Performance Learning Environments
CHPle Home
Smith School Home
Rashkis Elementary Home
Science experiments and data collection
Reveals its constructionand systems
Asks questions through itself
A connection to the environment A demonstration of environmental principles
VIRGINIA TECHCOLLEGE OF ARCHITECTURE& URBAN STUDIES
Sponsored by: U.S. Environmental Protection AgencyU. S. Department of Energy
Center for High Performance Learning Environments
INEGRATION PATTERNS FOR LEARNING INEGRATION PATTERNS FOR LEARNING TECHNOLOGIESTECHNOLOGIES
What do Teachers Want?What do Teachers Want?
Data GatheringData Gathering
0
5
10
15
20
25
Totalnumber ofParticipantsInitial web-
survey Imagenarration
InterviewedGraphic
illustrationFollow-upweb-survey
DESIGN ISSUES
-Access
-Flexibility
-Floor Area
-Connection “Supporting Spaces”
TEACHING MODES
-Individual
-Group Instruction
-Collaborative
Learning Technologies
Pedagogy
The People
The Physical Environment
Four Components of Learning Environments Four Components of Learning Environments
Research Goal
A Pattern Language for Integrating Learning Technologies Within the Classroom Physical Boundaries as They Pertain to Occupants’
Visual Performance
Learning Technologies/ The Physical Environment Learning Technologies/ The Physical Environment
Variables Influencing the Visual Environment:
-LocationLocation
-AccessAccess
-MobilityMobility
-Layout Layout
-FlexibilityFlexibility
-Natural Lighting
-Artificial Lighting
-Orientation
Variables Influencing the Visual Environment:
-Location
-Access
-Mobility
-Layout
-Flexibility
-Natural LightingNatural Lighting
-Artificial LightingArtificial Lighting
-Window TreatmentsWindow Treatments
-Orientation
Learning Technologies/ The Physical EnvironmentLearning Technologies/ The Physical Environment
Learning Technologies/Pedagogy Learning Technologies/Pedagogy Variables Influencing the Visual Environment:
-Discipline
-Teaching Modes/ActivitiesTeaching Modes/Activities
-Individual Versus Group LearningIndividual Versus Group Learning
-Frequency of Use
-Physical Access
-Visual Access
Learning Technologies/Pedagogy Learning Technologies/Pedagogy Variables Influencing the Visual Environment:
-DisciplineDiscipline
-Teaching Modes/Activities
-Individual Versus Group Learning
-Frequency of Use
-Physical Access
-Visual Access
Learning Technologies/Pedagogy Learning Technologies/Pedagogy
Variables Influencing the Visual Environment:
-Discipline
-Teaching Modes/Activities
-Individual Versus Group Learning
-Frequency of Use Frequency of Use
-Physical AccessPhysical Access
-Visual AccessVisual Access
Learning Technologies/OccupantsLearning Technologies/Occupants
Variables Influencing the Visual Environment:
-Number of Students in Learning Groups
-Personal Preference
-MonitoringMonitoring
-Patterns of Use/ Movement PatternsPatterns of Use/ Movement Patterns
Learning Technologies/OccupantsLearning Technologies/Occupants
Variables Influencing the Visual Environment:
-Number of Students in Learning Groups
-Personal PreferencePersonal Preference
-Monitoring
-Patterns of Use/ Movement Patterns
Learning Technologies/OccupantsLearning Technologies/Occupants
Variables Influencing the Visual Environment:
-Number of Students in Learning Groups
-Personal Preference
-MonitoringMonitoring
-Patterns of Use/ Movement Patterns
Christopher Alexander’s Pattern Language
For building construction
•Patterns of events
•Patterns of space
Fielding-Nair pattern for advisory-based small learning community
Decision-making factors Decision-making factors
• Personal/individual preferences • Teaching learning modes/activities• Supporting spaces and storage/Spatial
proportions• Activity patterns (wet area/demonstration
area/lecture area/…)• Comfort with/preferences of learning
technologies
• Mostly… high flexibility of learning space